EVALUATION

Activities

Evaluation

Evaluation Rubrics

Constitutional Requirements for Presidential Candidates and the Voters
in a Presidential Election:

EVALUATION: POWERPOINT QUIZ: COULD THIS PERSON BE PRESIDENT?*

Beginning

Developing

Accomplished

Exemplary

Score

Content

The PowerPoint presentation has fewer than four famous individuals represented.

There are fewer than 2 individuals who could be president and 2 who could not.

There are no famous individuals who hold (or have held) political office.

The “Correct!” slides do not have accurate information regarding eligibility for the presidency.

Links/biographies are incomplete so there is no way to check validity of the information.

The PowerPoint presentation has four famous individuals represented.

There are at least 2 individuals who could be president and 2 who could not.

Of the 2 who could not, at least 1 holds (or has held) political office.

Most of the “Correct!” slides have accurate information regarding eligibility for the presidency.

Most of the biographies and their links are complete to make it possible to obtain information about the famous individuals.

The PowerPoint presentation has at least 6 famous individuals represented.

There are at least 3 individuals who could be president and 3 who could not.

Of the 3 who could not, at least 1 holds (or has held) political office.

Most of the “Correct!” slides have accurate information regarding eligibility for the presidency.

Most of the biographies and their links are complete to make it possible to obtain information about the famous individuals.

The PowerPoint presentation has all ten famous individuals represented.

There are 5 individuals who could be president and five who could not.

Of the five who could not, 2 hold (or have held) political office.

All “Correct!” slides have accurate information regarding eligibility for the presidency.

The biographies and their links are complete to make it possible to obtain information about the famous individuals.

Structure

Most slides do not have all the required elements (name of individual, questions, buttons, link to a biography)

Animations or a slide background has not been added.

Some of the slides have all the required elements (name of individual, questions, buttons, link to a biography)

Animations or a slide background has been added, but interferes with the content.

Most slides have all the required elements (name of individual, questions, buttons, link to a biography)

Animations or a slide background has been added and does not interfere with the content.

Each slide has all the required elements (name of individual, questions, buttons, link to a biography)

Animations and slide background have been added and do not interfere with the content.

Writing Mechanics

Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required.

Spelling, punctuation, and grammar errors distract or impair readability.

The text is clearly written with little editing required for grammar, punctuation, and spelling.

The text is written with no errors in grammar, capitalization, punctuation, and spelling.

Teamwork

The group required teacher assistance with dividing tasks and resolving differences.

Few people contributed their fair share of work.

The group occasionally helped one another but required teacher assistance to resolve differences.

One person did most of the work and/or problems were not managed in a way that advanced the group goal.

Members divided tasks, shared the workload and managed problems in a way that advanced the group goal.

Group members helped one another, shared ideas, and worked together to developed their finished product(s).

* Adapted and used with permission from Joan M. Vandervelde; original online at: http://www.uwstout.edu/soe/profdev/pptrubric.html .

Primaries, Caucuses, Delegates and the National Convention:

EVALUATION: CONVENTION BROCHURE*

Beginning

Developing

Accomplished

Exemplary

Score

Content

The brochure does not follow the requirements for what should be included in the brochure at all.

Much of the content that is provided is not accurate.

The brochure contains only one of the required elements (primary results, convention line-up and the definitions of primaries and caucuses).

Less than 50% of the content provided is accurate and clearly stated.

The brochure contains two of the required elements (primary results, convention line-up and the definitions of primaries and caucuses).

Most of the content provided is accurate and clearly stated.

The brochure contains all the required elements (primary results, convention line-up and the definitions of primaries and caucuses).

All the content provided is accurate and clearly stated.

Structure

The brochure contains no graphics.

The data has no citations/URLs

The brochure is poorly organized and is confusing to the reader.

The brochure only contains one graphic.

Less than 50% of the data has accurate citations/URLs.

The brochure is fairly well organized and laid out.

The brochure contains at least two graphics.

Most of the data presented has accurate citations/URLs.

The brochure is organized but has some formatting errors.

The brochure contains at least three graphics.

All data presented has accurate citations/URLs.

The brochure is well organized and looks good to the reader.

Writing Mechanics

Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required

Spelling, punctuation, and grammar errors distract or impair readability.

The text is clearly written with little editing required for grammar, punctuation, and spelling.

The text is written with no errors in grammar, capitalization, punctuation, and spelling.

Teamwork

The group required teacher assistance with dividing tasks and resolving differences.

Few people contributed their fair share of work.

The group occasionally helped one another but required teacher assistance to resolve differences.

One person did most of the work and/or problems were not managed in a way that advanced the group goal.

Members divided tasks, shared the workload and managed problems in a way that advanced the group goal.

Group members helped one another, shared ideas, and worked together to developed their finished product(s).

* Adapted and used with permission from Joan M. Vandervelde; original online at: http://www.uwstout.edu/soe/profdev/pptrubric.html .

Candidates and the Issues:

EVALUATION: PLATFORM VIDEOS*

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Content	Both the Democratic and the Republican platform videos convey the position of the candidates on fewer than five of the issues identified as important to the people of the United States.	Both the Democratic and Republican platform videos convey the position of the candidates on at least five of the seven issues identified as important to the people of the United States.	Either the Democratic or the Republican platform videos convey the position of the candidates on all seven issues identified as important to the people of the United States; the other conveys fewer than seven issues.	Both the Democratic and Republican platform videos convey the position of the candidates on all seven issues identified as important to the people of the United States.
Structure	Both videos are missing two or more of the required elements.	One video is missing two or more required elements.	One video has all the required elements; the second video is missing one of the required elements.	Both videos have all the required structural elements (title and credits pages, at least three transitions, two still images and at least one graphic.
PrePlanning	There is no storyboard or script.	The storyboard is missing some of the shots in the videos. The script/outline is incomplete	The storyboard describes every shot, but does not include transitions, titles, stills, graphics, etc. The script for the video is outlined.	The storyboard clearly describes every shot including transitions, titles, stills, graphics, etc. There is a complete script for each video.
Video/Audio	Most of the video shots are not in focus and are unsteady. Problems with the audio are sufficient to interfere with the audio. Background noise/poor audio makes the audio track impossible to understand.	Most of the video shots are either in focus, or steady. There are some problems with the audio due to transitions. Background noise or poor audio quality interferes with most of the shots.	Most of the video shots are in focus and steady. Most of the transitions are smooth and logical and preserve the audio quality. Minor background noise interferes with part of the audio track.	All video shots are in focus and steady. All transitions are smooth and logical and preserve the audio quality. Audio quality is very clear and uncluttered.
Teamwork	The group required teacher assistance with dividing tasks and resolving differences. Few people contributed their fair share of work.	The group occasionally helped one another but required teacher assistance to resolve differences. One person did most of the work and/or problems were not managed in a way that advanced the group goal.	Members divided tasks, shared the workload and managed problems in a way that advanced the group goal.	Group members helped one another, shared ideas, and worked together to developed their finished product(s).

* Adapted and used with permission from Joan M. Vandervelde; original online at: http://www.uwstout.edu/soe/profdev/pptrubric.html .

The General Election and the Electoral College:

EVALUATION: MOCK ELECTION

Point Value	Task	Finished?
10	A formula is created for assigning electoral votes.
10	Electoral Votes are accurately assigned to each class according to the formula.
2	Class lists are obtained for each participating classroom.
5	A voter registration form is developed.
5	Students are given the opportunity to “register to vote.”
5	A ballot is created.
5	A “polling place” is created which will allow each voter to cast their ballot without interference or influence.
3	Names of voters are checked off as each voter takes his/her ballot.
5	“Popular vote” is tallied for each classroom on election day.
10	Electoral votes are awarded consistent with the popular vote in each state.
5	Electoral votes are tallied and the winner determined
10	A Newsletter/flyer/poster created in Publisher is distributed to announce results.
TOTAL POINTS POSSIBLE = 75 TOTAL POINTS ACHIEVED